Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland.
Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland.
J Exp Child Psychol. 2024 Mar;239:105806. doi: 10.1016/j.jecp.2023.105806. Epub 2023 Nov 13.
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (M at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
这项为期两年的纵向研究调查了在 270 名聋人和重听儿童样本中（第 1 波 M=7.52 岁，SD=0.99；58.5%男孩和 41.5%女孩），心理理论（ToM）的发展与学术能力之间的双向关系。在三个波次（相隔 10 个月）中，使用 ToM 量表和二阶错误信念任务评估了儿童的 ToM 能力，以及他们的语言和数学技能。交叉滞后相关分析显示，ToM 和学术成就（语言和数学）之间存在显著的双向关联。也就是说，ToM 对学术成就的预测与自身的 ToM 发展预测具有相似的强度，而学术成就也能预测 ToM 的发展。我们的结果强调了 ToM 和学术成就之间关联的双向性质，并且表明 ToM 发展在聋人和重听儿童的学校功能中起着至关重要的作用。
